Fall 2008
Program Review and Forecast
Guideline for Getting Started on PrOF
Background and Context: The purpose of program review is to periodically evaluate the changes and
assess various indicators of program effectiveness to creatively plan for the future. Although many of
these plans can be implemented at the program level, many of the plans need institutional support or have
college wide impact. For this reason, the PrOF process also informs the writing of unit plans as well as
planning and resource allocation at the college level.
At the college, there are three types of programs, each of which is expected to undergo the program review
and planning process every four years. Please use the PrOF form corresponding to the function of your
program. These functions are delineated below:
o
Instructional Programs: These are programs in which the major interaction between students and
CRC faculty/staff occurs in credit-granting courses. Examples include programs from Business to
Social Science and departments from Accounting to Work Experience. In the catalogue, these are
usually called “Areas of Study”.
o
Student Support / Student Services Programs: These are programs in which CRC faculty/staff work
directly with students in a variety of settings other than credit granting classes. The catalogue defines
student support services as those which “…assist students with career decision-making, problem
resolution, and goal achievement” (catalog p.9). This includes a wide range of services such as
Assessment Services, Counseling, DSPS, EOPS, CARE, Heath Services, Library, Math Center,
Reading Writing Center, MESA/CCP, Student Development, Tutoring, etc.
o
Instructional Support / Administrative Services Programs: These are programs that indirectly
support teaching and learning. They include Admissions and Records, Bookstore, Business Services,
CASSL, Financial Aid, Planning and Research Office, Custodial Services, Instruction Office, etc.
The PrOF process is framed around the major strategy areas in the district and college strategic plans.
Definitions of these areas are given below to provide a context for your work.
CRC College Strategy Areas
I. Access & Growth
As a community-based institution, CRC strives to be responsive to the growing communities of the Greater
Sacramento region. To meet the challenges of population growth, we pursue new delivery approaches to
provide a high level of access to education. We also provide comprehensive support services to assure access
by reducing or eliminating significant barriers and by promoting diversity. We are committed to ensuring that
students from a wide variety of backgrounds have an equal chance to achieve their educational goals.
II. Student Success and Teaching and Learning Effectiveness
Our primary goal is to promote student success. This success is reflected in students’ performance as well as in
their later achievements in education and the workplace. We also look at the intellectual skills that students
develop while at the College, such as critical thinking and the ability and desire to engage in lifelong learning.
Student success also measures the education of the whole person for engaging in an increasingly complex and
interconnected world. In support of this success, we are committed to providing the highest quality
instructional programs in transfer, vocational and general education, using the best current and emerging
instructional methods and technologies. CRC promotes flexible teaching and learning methods to support the
success of its diverse student population.
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Fall 2008
III. Organizational Effectiveness
Organizational effectiveness includes the College structures, processes and resource issues that impact the
effectiveness of programs/services, including internal partnerships and/or cross-disciplinary programs/services.
These organizational processes play a critical role in student success and overall institutional effectiveness. The
College will continually improve its organizational processes in order to enhance its institutional effectiveness
and ensure its fiscal accountability and integrity.
IV. Community, Economic & Workforce Development
We seek to promote the health and economic vitality of the region. As a community resource, CRC contributes
to community life through partnerships, training, staff involvement in civic affairs, and College programs open
to the public. CRC also supports economic development through their occupational programs and partnerships
with social and civic organizations, business, labor, and industry.
How to Proceed
The PrOF process includes the examination and discussion of program data, strengths, growth areas and the
creative ideation of possible activities to strengthen the program in each of the applicable strategy areas. It is
expected that all members of the program will engage in the PrOF process – particularly in designing
recommendations for the future. Programs are encouraged to use each of strategy areas in the PrOF;
however, if after some discussion, the strategy area does not apply, please indicate NA for the first
question in that section and proceed to the next section.
Once the program has been reviewed in the individual strategic areas, you will be asked to outline
recommended activities and resources needed for implementation over the next four years. You will also be
asked to comment on any college-wide implications from your review.
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Fall 2008
COSUMNES RIVER COLLEGE
Program (or Service) Overview and Forecast (PrOF)
Instructional Programs
PROGRAM: ACCOUNTING
PROGRAM REVIEW LEAD (Dept. Chair, Lead Faculty, Supervisor, Manager, etc):
Norval L. Wellsfry
Name/Signature
Date
List of Participants/Contributors:
Janis Caston, Pat Rogan, Marjie Parillo
When your PrOF is completed, please email it to your supervisor/manager for incorporation into the Unit
Planning process and to the Dean of College Planning and Research for posting and college wide analysis.
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Fall 2008
COSUMNES RIVER COLLEGE
Program Overview and Forecast (PrOF)
Instructional Programs
PROGRAM IDENTIFICATION (Roles and Functions)
If you completed a program review in the last cycle, please review and edit the following program description
from your previous PrOF. If this is your first PrOF, please describe the programs/disciplines/services included
in this review and the rationale for grouping them together (for example: Spanish, Sign Language and
Vietnamese are grouped together because they have the same program student learning outcomes.
Program Identification:
ACCOUNTING (includes Accounting – Associate Degree and Certificates – Accounting – Advanced,
Accounting Clerk, Accounting - Taxation
A LOOK BACK
Describe key accomplishments, program changes or new program initiatives over the past four years.
You may wish to consult your last program review and unit plans as you do this. PrOF(04) submissions are
online at http://research.crc.losrios.edu/APR-Completed%20Profs.htm Completed Unit Plans are available at
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Unit_Plans.htm
In particular, think about what you have done to enhance your program in the following strategic areas: student
access, growth, student success, teaching and learning effectiveness, organizational effectiveness, or
community and economic development (see Guidelines to Getting Started for definitions as needed).
Examples might be: changes in scheduling, new delivery modes, new services, new courses developed, new
degrees/certificates developed, new evaluation methods, new/revised processes, new materials, new
equipment/supplies, etc.
There have been a substantial number of changes initiated since the last program review, most of which reflect
changes and planning agendas from that review. The changes include the following:
 Addition of ACCT 301 and ACCT 311 as on-line classes with the deletion of the ITFS sections
 Added new faculty position which reflects program growth
 Added sections of ACCT 301 and ACCT 311 to the regular schedule
 Added new courses – ACCT 153 – Governmental Accounting and ACCT 127 – VITA (Volunteer
Income Tax Assistance)
 Deferred the addition of ACCT 341 as an on-line course because of enrollment issues; compression of
ACCT 301 and ACCT 311 into a one semester series (8 week sessions) is still under consideration but
will be deferred pending FTE restrictions and enrollment caps
 Revised and enhanced all of the Accounting programs, deleted one program (Accounting – computer
applications)
 Added Student Learning Outcomes (SLO’s) to most courses in the program and have included an
assessment of ACCT 301 and a Program Assessment in the current semester (Fall 2008)
 Consolidated tutoring into the college-wide tutoring center and expanded the hours and utilization of
the service
 Technology utilization has increased with the addition of Cengage and Wiley+ into ACCt 301, 311,
101, 103, 104, and 111. The utilization of an On-line homework manager service and the Learning
Management System (D2L) is anticipated in all courses. Computers are being upgraded in the
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Fall 2008





accounting lab and additional computers have been requested through the COB process and have been
approved pending funding.
Funding was secured for a site license for Quick Books, the computerized accounting software.
On-line tutoring continues to be an issue. However additional FTE has been requested for additional
evening/weekend IA time, and this person could be used to enhance the on-line tutoring need. A
classified position request has been submitted, however it has not received a high ranking in the
current cycle.
The Accounting Advisory committee has been re-invigorated. The is active collaboration with the
Department of Corrections, Franchise Tax, IRS, Work-experience/Co-op, Elk Grove USD, CSUS, State
Controller, and STRS.
Added the Volunteer Income Tax Assistance service to the Spring schedule. A Financial Literacy
service is still under consideration
Access to additional facilities has been secured with the addition of BS145A as a classroom for use
with the ACCT 341 and VITA (ACCT 127) courses.
PROGRAM REVIEW
I.
ACCESS AND GROWTH (see Guidelines to Getting Started for a definition of this strategic area as
needed). In this section you will be asked to review numerical and descriptive information related to
access and growth and think about trends and patterns and differences between your program data
compared to the college-wide data to identify a) program strengths, b) program needs, and c)
planning ideas to strengthen your program in this area.
Data sources:
Access and growth data for your program is located at:
http://research.crc.losrios.edu/Academic%20Information%20System%202008/Academic_Information
_System_Main_Page.htm . Particular graphs that are relevant to Access and Growth include:
Departmental Headcount by Age, Gender, Ethnicity, Educational Goal, and Educational Level (Graphs
1 – 6) and CRC Duplicated and Unduplicated Enrollments (Graphs 13 and 14). The analogous College
wide data is also available at that site. Please consult the Information Packet or the Research Office for
assistance with reviewing your data as needed.
Productivity information is available at
http://research.crc.losrios.edu/Academic%20Information%20System%202008/Productivity%20By%20
Department.pdf
Other access and growth data is available on the College Research Office web page at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_Students.htm or
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/The_Community_We_Serve.htm
Other numerical or descriptive information you have about the use and growth of your program (usage
of labs, etc.)
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Fall 2008
A. Briefly list observations from the data and other numerical or descriptive information that indicate
program strengths with respect to access and growth. (Note: responses should include the data
element and its relevance…for example: enrollment in English has grown by 25% over the past four
years which has enhanced productivity and enabled us to hire new full time instructors).
We have seen a significant increase in enrollment. Since the spring 2005, we have experienced
nearly a 40 percent increase in enrollments for unduplicated enrollment. With the exception of
Spring 2007, there have been consistent enrollment increases each semester since Spring 2005 and
the trend does not reflect the Spring enrollment drop in college-wide patterns. At the same time, our
productivity has also increased substantially. The Accounting program has experienced excellent
productivity, frequently exceeding the College goal of 500. For example, Fall 2005 program
productivity was 530 and Fall 2007 was 564. At the same time, Spring 2006 was 494, compared to
Spring 2008, which was 553.
In terms of demographics, our enrollments are stable and have not changed significantly. There is a
slight change in the 25 to 29 age group, which has shown a slight increase. From a gender
perspective, female enrollments are “off” slightly and male enrollments are “up” slightly but
enrollments continue to be over 50% female. This reflects college-wide enrollment patterns.
Program enrollment of Asian/Pacific Islander continues to grow and while White enrollment has
dropped. All other race/ethnic groups are stable. Compared to college demographics, the
Accounting program has XXXXX enrollments of Asian/Pacific Islander and XXXX of African
American and Latino. There is an issue with respect to African American enrollments in business
overall, including in Accounting.
Headcount by educational goal has not changed significantly. There is a slight increase in transfer.
At the same time, there is a related slight decrease in job skills. However, if all categories of degrees
and certificates, as presented in the data, are grouped together, this effect is minimized. We believe,
therefore, that students are obtaining job skills while they may not be pursuing recognition of
degrees and certificates. We believe that the slight increase in transfer goal is due to the increase in
enrollment in the department. Thus our occupational component in the program has been stable; the
enrollment increase is in transfer. We expect that this trend will continue. In part the increase of
transfer may be due to the economy and costs at the university. We may see increased enrollments in
our transfer component (ACCT 301 and ACCT 311) if interest in business administration at the
university level continues.
Average course success rates by semester is fairly stable around 60 percent from Fall 2002 through
Spring 2008. Although there is more variability than college-wide statistics, the program statistics
tend to be slightly higher than college-wide statistics. However, when student success rates are
analyzed by ethnicity, we are seeing a decline in African American and Hispanic course success
rates and a slight increase in White course success rates, again with more variability than the
college-wide statistics.
When one analyzes success rates by mode of instruction, it appears that the lecture rate is stable and
what is “called” distance education is irrelevant because this data reflects ITFS, which is a mode of
instruction no longer used in Accounting. Our online course success rate indicates that ACCT 311 is
more successful than ACCT 301, which is consistent with our “on ground” success in these courses.
This has an implication for scheduling, as ACCT 301 students feed ACCT 311. Informal observation
indicates that the students in ACCT 301 and ACCT 311 online would not have come to campus to
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Fall 2008
take the courses; thus, adding an additional section of ACCT 301 to feed one section of ACCT 311
online may be indicated by this data.
We have also noted that the Internet success rate is lower than the on ground success rate; however,
we don’t have sufficient data to be confident in these numbers. Additional research is needed.
The course success rates by course level does not show a significant difference between transfer level
(300 level) and “below college level” (100). Accounting courses at the 100 level, with the exception
of ACCT 101, are advanced courses that do not transfer, but which follow the 300 level courses.
This may explain why there is no significant difference.
With the exception of ACCT 101, we don’t generally see first-time freshmen in our accounting
courses. Thus, the course success rate by freshman level is less relevant to our program than for
other college programs.
B. Briefly list observations from the data and other numerical or descriptive information that indicate
program areas that may need a response or change over the next four years with respect to access
and growth. (Note: responses should include the data element and its relevance…for example:
Nutrition 300 courses are closed within four days of the start of registration so students cannot
complete their program requirements in a timely manner.)
(Why separate A and B sections) This section should be about planning ideas.
Planning Ideas:
We should consider the adoption of a standardized course information sheet that we give to all students in
order to better understand their goals and background.
As a result of the decrease in African American and Hispanic success rates, we will explore strategies to
improve success rate for this student group. Part of this is to attract additional students to the accounting
program; once students are recruited, we need to examine ways to keep students. This may indicate partnering
with math and counseling departments to find effective strategies.
We will explore adding an additional section of ACCT 301 online.
VTEA data sources have not been updated by the Chancellor’s office, making that data of marginal utility.
The District Research office has indicated that it will be initiating a follow-up study of Accounting students. At
the time of this report, that study has not been started.
C. Based on the previous discussion of strengths and needs, briefly list planning ideas that could be
employed to strengthen your program in the area of access and growth. (Note: responses should
include the relevant need and strategy…for example: To enhance access to Nutrition 300, work with
the Dean to enhance scheduling, obtain release time to create online sections, and work with the VPI
to increase departmental FTE.)
Thoughts???
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Fall 2008
D. If you used numerical or descriptive information that was not provided by the research office, please
list these sources below:
II.
STUDENT SUCCESS and TEACHING AND LEARNING EFFECTIVENESS (see Guidelines to
Getting Started for a definition of this strategic area as needed). In this section you will be asked to
review numerical and descriptive information related to student success and teaching and learning
effectiveness of your program and think about trends and patterns and differences between your
program data compared to the college-wide data to identify a) program strengths, b) program needs,
and c) planning ideas to strengthen your program in this area.
Data sources:
Student Success data for your program is located at:
http://research.crc.losrios.edu/Academic%20Information%20System%202008/Academic_Information
_System_Main_Page.htm . Particular graphs relevant to Student Success include: CRC Average
Course Success Rates By Semester, By Ethnicity, By Instructional Mode, By Freshmen Status, By
Course Level CRC Average Course Success Rates by Ethnicity, Departmental Headcount by Age,
Gender, Ethnicity, Educational Goal, and Educational Level (Graphs 7 – 12). The analogous College
Wide data is also available at that site. Please consult the Information Packet or the Research Office
for assistance reviewing your data as needed.
Other outcome data (VTEA core indicators and more detail about degrees and certificates and transfer
students) is available via links at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College/Instructional_Program_In
formation_System.htm
Other student success and program effectiveness data is available on the College Research Office web
page at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Student_Success.htm
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College.htm
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Cohort_Studies.htm
SLO Assessment Dialogue Summaries and other numerical or descriptive information you have about
the student success or teaching and learning effectiveness in your program or service.
A. Briefly list observations from the data and other numerical or descriptive information that indicate
program strengths with respect to student success and/or teaching and learning effectiveness. (Note:
responses should include the data element and its relevance…for example: student success increased
by 10% in basic skills classes between Fall 2005 and Fall 2008, which means more students are able
to enroll in college level courses and achieve their educational objective.)
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Fall 2008
B. Briefly list observations from the data and other numerical or descriptive information that indicate
areas that may need a response or change over the next four years with respect to student success
and/or teaching and learning effectiveness. (Note: responses should include the data element and its
relevance…for example: student success in the first college level course in math is very low, which
lowers productivity, increases demand for these courses, and prevents the department from growing in
other areas.)
The department is currently engaged in an assessment of its SLOs. Currently, we are examining ethics (a
college-wide and program SLO) and a program/course SLO for ACCT 301, namely production of financial
statements. Depending on the assessment results, we may recommend changes in our courses or programs. To
date, we have learned that we must make changes to raise the ethics issues in our classes.
We need to continue to monitor and research our success rates in our online classes.
We have a 60 percent success rate that has not changed; we need to find ways to improve this. We went to our
online course management system to address this issue; at this time we have insufficient data to judge whether
this strategy is making a difference. We need to continue to monitor the effectiveness of this strategy.
C. Based on the previous discussion of program strengths and needs, briefly list planning ideas that could
be employed to strengthen your program with respect to student success and/or teaching and learning
effectiveness. (Note: responses should include the need and the strategy…for example: Enhance
success rates in the first college level courses in math by working with the research office to compare
the success rates of students who met the prerequisite by completing a CRC course to students who met
the prerequisite through the assessment process. Conduct department meetings to discuss the findings
and devise strategies to address what is learned.)
Add an ethics SLO to every course.
Adjust course SLOs as needed to ensure that all program SLOs are addressed.
Schedule a discussion to complete the alignment matrix between Program SLOs and Course SLOs
D. If you used numerical or descriptive information not provided by the research office, please list the
sources below:
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Fall 2008
E. Your Program Student Learning Outcomes (SLOs) from your previous PrOF are below. Edit, delete or
complete the information on the applicable table(s) as needed. Add or delete rows as needed. If no
changes were made, please indicate that in the space provided.
Program SLOs
P-SLO 1: Synthesize general accounting theory and practice into financial records
P-SLO 2: Analytical Skills: Analyze business information and infer resolution of key
issues
P-SLO 3: Communication Skills: Compose effective accounting information documents
and communicate them to appropriate users
P-SLO 4: Technology Skills: Integrate technology into the development of accounting
information
P-SLO 5: Critical Thinking Skills: Analyze, summarize, and interpret financial
information
P-SLO 6: Ethics: Evaluate actions so that actions are based on integrity and honesty
P_SLO 7: Diversity: Support actions that improve the aability to interact effectively in
diverse environments and with diverse persons
____ No changes were made this review cycle to the program outcomes
F. The Program SLO Alignment matrix from your previous PrOF is below. Edit or complete the table(s)
as needed. Add or delete columns as needed. If no changes were made, please indicate that in the
space provided.
Courses or
Activities
ACCT 301
ACCT 311
ACCT 341
ACCT 101
ACCT 103
ACCT 104
ACCT 107
ACCT 111
ACCT 121
ACCT 125
ACCT 127
ACCT 128
ACCT 153
I
D
A
P-SLO
1:
Theory
I/D
D
I
I
D
D/A
D/A
D
P-SLO 2:
Analytical
Skills
I
D/A
I
I
D/A
D/A
D/A
D/A
I
I/D/A
I/D
D/A
D
P-SLO 3:
Communication
P-SLO 4:
Technology
I
I
I/D
I
D
A
D/A
D
I
D
D
D/A
I/D
I
I
I/D
I
D
D
D
D
I/D
I/D
D
D
I
Introduction
Further Developed
Advanced
____ No changes were made this review cycle to the program SLO matrix
10
P-SLO 5:
Critical
Thinking
I/D
I/D
I
I
D/A
A
D/A
D
I
D
D
D/A
I
P-SLO
6:
Ethics
I
I
I
I
I
D
I
D
I
D
I
P-SLO
7:
Diversity
Fall 2008
F.
Outcomes Assessment Plan
Review the program student learning or service area outcomes assessments submitted by your program
over the last program review cycle as well as other local outcomes assessment information and respond
to the following:
1.
Briefly summarize the program assessments conducted over the past review cycle and what was
learned or changed as a result of these assessments
During Fall 2008 we have undertaken a review of two program SLOS—ethics and financial
statements.
2.
What program outcomes have NOT been assessed over the last review cycle?
The rest. . . .
3.
Briefly discuss your assessment plan for the next four years (what you will assess, when you will
assess the outcomes, and how you might assess the outcomes).
Based on this program review, we have identified several issues that need continued attention and
analysis. They include:
Diversity: Need to increase group work in all courses
Communications:
Need to include group work to develop skills
Writing reports -- explain results
Oral reports (?)
Ethics: Expand and enhance the emphasis on ethics
Find or develop additional topical material in ethics
G. Please consult the Course Review status report from Socrates at https://inside.losrios.edu/~intranet/cgibin/intra/curriculum/review_overall_full.cgi (Log In is required). Please complete all entries in the table
below for courses need to be reviewed in the next four years. Note: Academic Senate Good practices
require all courses to go through a full review at least once every six years.
Curriculum Review Table
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Fall 2008
Course
ACCT 101
ACCT 301
ACCT 311
ACCT 121
ACCT 103
ACCT 104
ACCT 341
ACCT 107
ACCT 125
ACCT 128
ACCT 111
ACCT 153
ACCT 127
III.
Last Full
Review date
Fall 2008
Fall 2007
Fall 2007
Fall 2008
Fall 2008
Fall 2008
Fall 2008
Fall 2008
Spring 2009
Spring 2009
Spring 2009
Spring 2008
Spring 2008
Project:
Next Full Review Date
PROGRAM ORGANIZATIONAL EFFECTIVENESS, including interactions with other programs
and services on campus (see Guidelines to Getting Started for a definition of this strategic area as
needed). In this section you will be asked to review numerical and descriptive information related to
organizational effectiveness to identify a) program strengths, b) program needs, and c) planning
ideas to strengthen your program in this area.
Data sources:
Productivity information is available at
http://research.crc.losrios.edu/Academic%20Information%20System%202008/Productivity%20By%20
Department.pdf
Some information related to organizational effectiveness is available at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College/Instructional_SupportAd
ministrative_Services_Information_System.htm
Other numerical or descriptive information you have about the organizational effectiveness of your
program or service (departmental minutes, usage of computer labs, etc.).
A. Briefly list observations from the data and other numerical or descriptive information that
indicate program strengths with respect to organizational effectiveness. (Note: responses should
include the data element and its relevance…for example: enhanced collaboration and
communication has increased usage of the math center by 10%.)
Thoughts???
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Fall 2008
B. Briefly list observations from the data and other numerical or descriptive information that
indicate program areas that may need a response or change over the next four years with respect
to organizational effectiveness. (Note: responses should include the data element and its
relevance…for example: survey data indicates that a significant number of students are still not
aware of Math Center services.)
Thoughts???
C. Based on the previous discussion of program strengths and needs, briefly list planning ideas that
could be employed to strengthen your program with respect to organizational effectiveness. (Note:
responses should include the need and the strategy.…for example: In order to strengthen student
utilization of the Math Center develop new promotional materials, encourage all math instructors to
include a reference to the Math Center on their syllabus, and have Math Center staff make classroom
presentations to targeted classes.)
Thoughts???
D. If you used other numerical or descriptive information in your review that was not provided by the
research office, please list the sources below:
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Fall 2008
IV.
COMMUNITY, ECONOMIC, and WORKFORCE DEVELOPMENT, including external
partnerships (see Guidelines to Getting Started for a definition of this strategic area as needed). In
this section you will be asked to review numerical and descriptive information related to community,
economic and work force development to identify a) program strengths, b) program needs, and c)
planning ideas to strengthen your program.
Possible Data sources:
Advisory Committee Meeting Minutes
Environmental Scans and Needs Assessments such as: http://www.sbdc.net/newsletters.htm ,
http://www.leed.org/resources_studies.htm ,
http://www.edd.ca.gov/Jobs_and_Training/pubs/Sacramento-Region.pdf or http://www.srri.net/
Other numerical or descriptive information you have about how your program contributes to
community, economic and workforce development.
A. Briefly list observations from the data and other numerical or descriptive information that
indicate program strengths with respect to community, economic and workforce development.
(Note: responses should include the data element and its relevance…for example: student placement
in jobs is strong and has strengthened the connections between our program and the industry sectors
it serves.)
Thoughts???
B. Briefly list observations from the data and other numerical or descriptive information that
indicate program areas that may need for a response or change over the next four years with
respect to community, economic and workforce development. (Note: responses should include the
data element and its relevance…for example: advisory committee meeting minutes indicate that
industry participation in the advisory group has diminished over time, which threatens program
effectiveness and could impact VTEA funding and accreditation of the program.
Thoughts???
C. Based on the previous discussion of program strengths and needs, briefly list planning ideas that
could be employed to strengthen your program with respect to community, economic and workforce
development. (Note: responses should include the need and the strategy.…for example: Strengthen
the advisory group by obtain 20% reassigned time for the lead faculty member to network with
industry members to increase the number of people on the advisory team and to enhance
participation of current advisory group members).
Thoughts???
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Fall 2008
D. If you used other numerical or descriptive information in your review that was not provided by the
research office, please list these sources below:
PROGRAM FORECAST
I.
Local, short-term program planning : Review the planning ideas you previously identified in
Section C of the four planning areas (Growth/Access; Student Success & Teaching/Learning
Effectiveness; Program Organizational Effectiveness; and Community, Economic and Workforce
Development). Please identify the ideas you plan to implement in the next four years below:
Planning Agenda Item # 1.
Planning Agenda Item #2.
Planning Agenda Item #3.
etc.
II.
Long Term or Broader planning agendas: Please identify any long term planning agenda items for
your program or identify any unit/college-wide planning agenda items based on your PrOF.
Thoughts???
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Fall 2008
III.
A)
In the previous section, you identified planning agenda items you hope to implement in to improve your
program. In this section, you will list the curriculum changes and resource requirements needed to
implement those planning agenda items. This information will be used in college planning.
Summarize the changes in curriculum needed to implement your planning agenda items. The curriculum
table will be used to update the college’s educational master plan.
Curriculum Requirements
List Courses/Programs
New Courses
New Programs
Deleted Courses
Deleted Programs
Other
B)
Brief Rationale for Recommended
Action
Timeline
None
None
None
None
Please complete a resource requirements table for each planning agenda item listed in section I above
and indicate the approximate cost. The resource requirements tables from the programs in your unit will
be used to produce the unit plan. Copy and paste as needed to complete a chart for each Planning
Agenda Item!
Resource Requirements
Planning Agenda
Item #1
Item or Description
Approximate
Cost
Supplies
Software
Computers/computer
related equipment
Non-Computer
related Equipment
New faculty
New classified staff
New student help
Facilities
Other (research,
release time,
professional
development, grants)
16
Priority (A – urgent, B –
high, C – important)
Fall 2008
Planning Agenda
Item #2
Item or Description
Approximate
Cost
Supplies
Software
Computers/computer
related equipment
Non-Computer
related Equipment
New faculty
New classified staff
New student help
Facilities
Other (research,
release time,
professional
development, grants)
17
Priority (A – urgent, B –
high, C – important)